Each student selects a portrait and repeats the exercise independently using paper which is divided in half, one side reading “characteristic” and the other side “rationale.” Each student shares his/her portrait and interpretation with the a small group or whole class.

Each student creates a realistic rendering in pencil of his/her face using a mirror or photograph. (Students can make mirrors using mylar stretched over paper.)

Each student lists objects, ideas, thoughts, dreams, people, places which have personal meaning. Using the list, each student makes separate drawings in pencil and colored pencil which depict several of the themes.

Each student cuts out his/her self-portrait and other drawings and these elements are combined into a composition by gluing them onto colored construction paper or other backing (wall paper, marbled paper, fabric).

Evaluation
Participation in discussion.

Share analysis of a portrait.

Creation of a self-portrait which describes unique personal qualities.

Lesson #4: Get a Life! Rewriting and Redrawing the Lives of Well-Know Stereotype Characters in Advertising

Content Standard #2: Using knowledge of structures and functions.

Content Standard # 4: Understanding the visual arts in relation to history and cultures.

Goal Undo a familiar stereotype.

Objectives The student will be able to:
Identify stereotypes and how they are used in advertising.

Acknowledge the history of Aunt Jemima’s use in advertising (film and collectable figurines).

Rewrite and redraw a character from advertising as a person free of stereotype.

Activities
Teacher-led discussion and examples about the history of the Aunt Jemima figure.

View Faith Ringgold, The Last Story Quilt. Focus on quilt techniques and storytelling. Lead students in a discussion of how Ringgold transformed Aunt Jemima in her quilt, “Who’s Afraid of Aunt Jemima?”

Teacher-facilitated discussion (use quotes written about the work to generate dialogue) and student analysis of symbols and images in Saar’s “The Liberation of Aunt Jemima.”

Objectives The student will be able to:
Describe and analyze the recontextualizing, reversing and manipulation of stereotypes employed by Robert Colescott after viewing selected excerpts from Robert Colescott videotape.

Manipulate an appropriated image from the history of art which challenges ideas about stereotype.

Materials:

Robert Colescott videotape

Littlest Rebel videotape

art history books and photocopies of selected images

markers

pencil

ruled paper or journal/scrapbook

Activities
View selected excerpts from Robert Colescott videotape. The sensitive material contained in this videotape must be carefully introduced. Students should be warned that the work contains stereotype vulgarly depicted. While viewing the videotape and pausing frequently, students identify the ways in which Colescott uses stereotype and list the negative stereotypes employed. Give particular attention to images of Shirley Temple and Bill Robinson. View excerpts from Littlest Rebel to contextualize Colescott’s interpretation.

The teacher facilitates a student discussion about Colescott’s controversial style.

Each student selects a well-known portrait or figure group painting from the history of art from the resources provided to transform using one of Colescott’s methods: race reversal as seen in “Shirley Temple Black and Bill Robinson White.”

Using an enlarged photocopy of the art work each student alters the original by coloring it with markers, changing the complextions of the subjects.

Each student writes a paragraph explaining how their original ideas about the well-known work of art changed. Students should refer to notes on stereotype in their journal/scrapbook.

Lesson #7: Film Evaluation/Posters

Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Content Standard #6: Making connections between visual arts and other disciplines.

Goal Reflect upon stereotype VS authentic film characters.

Objectives The student will be able to:
Identify stereotype VS authentic characters in film, excerpts and personal selection from TV or film.

Apply a rationale for arguments.

Demonstrate knowledge through a poster using a slogan and illustration.

Demonstrate effective poster design.

Materials:Crooklyn

Do the Right Thing

film reviews for Crooklyn

18”x24” and 9”x12” white paper

markers

tempera paint

pencils

pictures of movie posters, video boxes and movies advertisements

Spike Lee, Filmmaker (Hardy) [optional]

Activities
View Crooklyn in its entirety and excerpts from selected films including Do The Right Thing.

Review stereotype and authentic as they apply to characters. In journals, students list characters and their attributes and qualities. Determine which characters demonstrate stereotype or are authentic and provide rationale.

Each student chooses a character from Crooklyn as the central focus of a film poster.

Each student collects more specific information about Crooklyn and character by reading film reviews and excerpts from books and discussing with other students.

Each students creates a slogan for his/her poster which states clearly the essence of the character. An additional slogan about the film can be utilized.

Teacher leads review of elements of poster design (optional: by reviewing a poster chapter in an art text).

Look at and analyze movie posters, video boxes and advertisements.

Each student creates several small sketches employing effective poster design, slogan(s) and illustrations. Color with markers.

Students choose one design and create a 18”x24” poster using tempera paint.

Using the same process, each student creates a poster based on a film or television show character of his/her choice seen outside school.